Main
Melissa Kline Struhl
Hello!
I am Melissa Kline Struhl and this is my CV.
Education
PhD, Brain & Cognitive Science
Massachusetts Institute of Technology
N/A
2015 - 2009
- Committee: Laura Schulz; Ted Gibson; Jesse Snedeker; Josh Tenenbaum
- Thesis title: Who did what to whom: Developmental perspectives on the meaning and communication of transitive events
Sc.B. in Cognitive Science
Brown University
N/A
2008 - 2004
- Advisor: Katherine Demuth
- Thesis title: Syntactic generalization with novel intransitive verbs: Who is pilking?
Employment
Research Scientist (Supervisor: Tim Errington)
Center for Open Science
N/A
2021 - 2019
Postdoctoral Associate (PI: Joshua Tenenbaum)
MIT Brain & Cognitive Sciences
N/A
2019 - 2018
Senior Teaching Fellow (Supervisor: Jesse Snedeker)
Harvard Extension School, Department of Psychology
N/A
2018 - 2018
Postdoctoral Associate (PI: Evelina Fedorenko)
MIT Brain & Cognitive Sciences
N/A
2017 - 2016
Postdoctoral Fellow (PI: Jesse Snedeker)
Harvard University, Department of Psychology
N/A
2016 - 2015
Executive Director
Lookit, MIT Brain & Cognitive Sciences
N/A
Current - 2021
Published Articles
Demuth, K., & Kline, M. (2006). The distribution of passives in spoken Sesotho. Southern African Linguistics and Applied Language Studies, 24(3), 377–388. doi:10.2989/16073610609486426
N/A
2006
Frank, M. C., Bergelson, E., Bergmann, C., Cristia, A., Floccia, C., Gervain, J., … Yurovsky, D. (2017). A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building. Infancy, 22(4), 421–435. doi:10.1111/infa.12182
N/A
2017
Kline, M., & Demuth, K. (2010). Factors Facilitating Implicit Learning: The Case of the Sesotho Passive. Language Acquisition, 17(4), 220–234. doi:10.1080/10489223.2010.509268
N/A
2010
Kline, M., & Demuth, K. (2010). Factors Facilitating Implicit Learning: The Case of the Sesotho Passive. Language Acquisition, 17(4), 220–234. doi:10.1080/10489223.2010.509268
N/A
2010
Kline, M., Schulz, L., & Gibson, E. (2017). Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message. Open Mind, 2(1), 1–13. doi:10.1162/opmi_a_00013
N/A
2017
Kline, M., Snedeker, J., & Schulz, L. (2016). Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs. Language Learning and Development, 13(1), 1–23. doi:10.1080/15475441.2016.1171771
N/A
2016
Byers-Heinlein, K., Bergmann, C., Davies, C., Frank, M. C., Hamlin, J. K., Kline, M., … Soderstrom, M. (2020). Building a collaborative psychological science: Lessons learned from ManyBabies 1. Canadian Psychology/Psychologie Canadienne, 61(4), 349–363. doi:10.1037/cap0000216
N/A
2020
Other Manuscripts
LanA (Language Atlas): A probabilistic atlas for the language network based on fMRI
NA
N/A
N/A
- Affourtit, J…Kline Struhl, M.,…Fedorenko, E. (Under Review). LanA (Language Atlas): A probabilistic atlas for the language network based on fMRI.
Understanding jokes relies on the Theory of Mind system
NA
N/A
N/A
- Kline Struhl., M., Galleé, J., Balewski, Z., & Fedorenko, E. (Under Review). Understanding jokes relies on the Theory of Mind system.
Systematizing Confidence in Open Research and Evidence (SCORE)
NA
N/A
N/A
- Alipourfard, N., Arendt, B., … Kline Struhl, M., … Wu, J. (Preprint). Systematizing Confidence in Open Research and Evidence (SCORE).
Replicability, Robustness, and Reproducibility in Psychological Science
NA
N/A
N/A
- Nosek, B. A., Hardwicke, T. E., Moshontz, H., Allard, A., Corker, K. S., Dreber, A., Fidler, F. Hilgard, J., Kline Struhl, M., Nuijten, M., Roher, J., Romero, F., Scheel, A., Scherer, L., Schönbrodt, F. & Vazire, S. (In Press). Replicability, Robustness, and Reproducibility in Psychological Science. Annual Review of Psychology.
Word order patterns in gesture are sensitive to modality-specific production constraints
NA
N/A
N/A
- Kline, M., Salinas, M., Lim, E., Fedorenko, E., & Gibson, E. Word order patterns in gesture are sensitive to modality-specific production constraints
Young children choose informative referring expressions to describe the agents and patients of transitive events
NA
N/A
N/A
- Kline, M., Gibson, E. & Schulz, L. Young children choose informative referring expressions to describe the agents and patients of transitive events
ManyBabies 1: Secondary analysis of ‘lab factors’ and fuss-out rates
NA
N/A
2018
- Kline, M. & members of the ManyBabies Consortium (2018) ManyBabies 1: Secondary analysis of ‘lab factors’ and fuss-out rates
MannerPathPriming - Testing generalization of event semantics across domains
NA
N/A
2016
- Kline, M., Geojo, A., de Rechteren van Hemert, A., & Snedeker, J. (2016) MannerPathPriming - Testing generalization of event semantics across domains
NA
NA
N/A
2016
- Wittenberg, E., Kline, M. & Hartshorne, J. (2016) Learning to talk about events: Grounding language acquisition in intuitive theories and event cognition. Proceedings of the Thirty- Eighth Annual Conference3 of the Cognitive Science Society
NA
NA
N/A
2015
- Kline, M., Snedeker, J. (2015). 2-year-olds use syntax to infer actor intentions in a rational- action paradigm. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society.
NA
NA
N/A
2013
- Kline, M., Muentener, P. & Schulz, L.E. (2013). Transitive and periphrastic sentences affect memory for simple causal scenes. Proceedings of the Thirty-Fifth Annual Conference of the Cognitive Science Society.
NA
NA
N/A
2011
- Kline, M., Snedeker, J., & Schulz, L.E. (2011). Children’s comprehension and production of transitive sentences is sensitive to the causal structure of events. Proceedings of the Thirty-Third Annual Conference of the Cognitive Science Society.
Conference Posters & Presentations
NA
NA
N/A
2018
- Kline, M. (2018). ManyBabies - Using larg(er) experimental datasets for methodological and theoretical questions. Society for Research on Child Development, Special Meeting on Secondary Data in Developmental Science. Phoenix, AZ.Kline. M. and the ManyBabies Consortium. (2018). Analysis of “fussout effects” in the ManyBabies1 dataset. 21st Biennial Congress of the International Congress of Infant Studies, Philadelphia, PA.
NA
NA
N/A
2018
- Kline, M. (2018). Machine-readable, human-friendly data standardization for psychological science. Lightening talk & Hackathon. Third meeting of the Society for the Improvement of Psychological Sciences, Grand Rapids, MI.
NA
NA
N/A
2018
- Kline, M. & Snedeker, J. (2018). How are events represented for language? Eigth annual meeting of the Budapest CEU Conference on Cognitive Development, Budapest, Hungary.
NA
NA
N/A
2017
- Kline, M. & Snedeker, J. (2017) Do children appreciate parallels in means/ends event structure across semantic fields? 2017 Biennial Meeting of the Society for Research on Child Development, Austin, TX.
NA
NA
N/A
2017
- Kline, M. (2017). We need an open database for psychological stimuli (all of them) - Lightening talk & Hackathon. Second meeting of the Society for the Improvement of Psychological Sciences, Charlottesville, VA.
NA
NA
N/A
2017
- Kline, M. (2017). Language, Space & Time. Workshop on Cognitive Universals, CUNY Sentence Processing Conference, 2017
NA
NA
N/A
2016
- Kline, M. (2016) Which semantic primitives and why those ones? Workshop talk, Learning to Talk About Events, 38th Annual Conference of the Cognitive Science Society, Philadelphia, PA.
NA
NA
N/A
2015
- Kline, M., Snedeker, J. (2015). 2-year-olds use syntax to infer actor intentions in a rational-action paradigm. 37th Annual Conference of the Cognitive Science Society, Pasadena, CA
NA
NA
N/A
2013
- Kline, M., Muentener, P. & Schulz, L.E. (2013). Transitive and periphrastic sentences affect memory for simple causal scenes. 35th Annual Conference of the Cognitive Science Society, Berlin, Germany.
NA
NA
N/A
2013
- Kline, M., Snedeker, J. & Schulz, L.E. (2013) Representations of causality in verb learning. 2013 Biennial Meeting of the Society for Research on Child Development, Seattle, WA.
NA
NA
N/A
2011
- Kline, M., Snedeker, J., & Schulz, L.E. (2011). Preschoolers prefer to map novel transitive verbs to events with spatiotemporal features that mark causation. 36th Annual Boston University Conference on Language Development, Boston, MA.
NA
NA
N/A
2011
- Kline, M., Snedeker, J., & Schulz, L.E. (2011). Children’s comprehension and production of transitive sentences is sensitive to the causal structure of events. 33rd Annual Conference of the Cognitive Science Society, Boston, MA.
NA
NA
N/A
2008
- Kline, M. & Demuth, K. (2008). Syntactic generalization with novel intransitive verbs: Who is pilking? 33rd Annual Boston University Conference on Language Development, Boston, MA.
NA
NA
N/A
2008
- Kline, M. & Demuth, K. (2008). Frequency and structural priming in the input: Implications for learning the passive. Generative Approaches to Language Acquisition North America (GALANA) 3, Storrs, CT.
NA
NA
N/A
2006
- Kline, M. & Demuth, K. (2006). Learning passives from the input: Evidence from Sesotho. 2nd Bantu Acquisition Workshop, Northampton, MA.
NA
NA
N/A
2015
- Mahowald, K., Kline, M., Fedorenko, E. & Gibson, T. (2015). Informativity and efficient compression of sentences. Annual CUNY Conference on Human Sentence Processing, CUNY 2015. Los Angeles, CA
NA
NA
N/A
2014
- Kline, M., Snedeker, J. (2014) Daxing my toy or Daxing TO my toy? Two-year-olds use syntax to override rational imitation effects. 39th Annual Boston University Conference on Language Development, Boston, MA.
NA
NA
N/A
2011
- Friel, D., Kline, M., Seed, A., & Schulz, L. (2011). It’s okay to judge a block by its color: Toddlers’ use of symbolic and intrinsic cues to objects’ causal powers. Seventh Biennial Meeting of the Cognitive Development Society, Philadelphia, PA.
Awards
Harvard University Foundations of Human Behavior Grant ($40,000)
NA
N/A
2015
NSF SBE Doctoral Dissertation Research Improvement Grant (Project title: Causal Representations in Children’s Transitive Sentences; $12,000)
NA
N/A
2014 - 2012
NSF Graduate Student Fellowship
NA
N/A
2014 - 2011
Norman B. Leventhal Fellowship
NA
N/A
2011 - 2010
Singleton Graduate Fellowship
NA
N/A
2010 - 2009
Teaching
Human Development (Graduate/Undergraduate level, Senior Teaching Fellow)
Harvard Extension School
N/A
2018
Science of Living Systems 20/Introduction to Psychological Science(Teaching Fellow)
Harvard University
N/A
2013
Project consultant for ‘Special Topics’ independent research students
MIT
N/A
2014 - 2013
Graduate Student Teaching Certificate Program
MIT
N/A
2012 - 2011
Infant & Early Childhood Cognition, Fall 2011 (Teaching Assistant)
NA
N/A
2011
Laboratory in Higher-Level Cognition, Spring 2011 (Teaching Assistant)
NA
N/A
2011
Models of Computation, Brown University (Teaching Assistant)
NA
N/A
2006
After-school science educator (AmeriCorps, Providence Children’s Museum)
NA
N/A
2009 - 2008
Supervisor for 4 masters’ students, 10 full time and 34 part time/semester undergraduate research assistants, including one senior thesis supervision.
NA
N/A
N/A
Service
Executive Committee, Society for the Improvement of Psychological Science
NA
N/A
2021 - 2018
Governing Board, ManyBabies
NA
N/A
N/A
Organizing committee, CUNY Sentence Processing Conference
NA
N/A
2017
Co-Chair, Events in Language & Cognition Workshop
NA
N/A
2016
CogLunch coordinator
NA
N/A
2011 - 2010
Reviewer for Autism Research, Collabra: Psychology, Cognitive Science, Developmental Science, Infant Behavior & Development, Journal of Child Language, Journal of Experimental Psychology, Language Cognition & Neuroscience, Language Learning and Development, Semantics and Pragmatics (Journals); Society for Research in Child Development, Cognitive Science, CUNY Sentence Processing Conference (Conferences)
NA
N/A
N/A
Invited participant, 9.S914 Tools for Robust Science
MIT
N/A
2021
Co-Organizer, Learning to Talk About Events Workshop
NA
N/A
2016